☰ Contents · History of Uzbekistan

Culture of the khanates: epics, madrasas, history writing, architecture

Lessons 4 · 1 lessons · S. Tillaboyev, A. Zamonov. O‘zbekiston tarixi (History of Uzbekistan, second half of the 19th – early 20th century), Grade 9, 3rd edition. “Sharq” Publishing House, Tashkent, 2019
4

Cultural life of the people of Central Asia in the mid-19th century

Textbook: pp. 14–18
GoalList the main achievements in folk art, education, learning, literature and architecture in the mid-19th century.
New words
epic poem · dostonhigher religious school · madrasacalligrapher · xattotwriting in two languages (Uzbek and Persian) · zullisonayn
Explanation

Heroic epics such as “Alpomish”, “Goroghli”, “Kuntughmish” and “Shirin and Shakar” were widespread; bards (baxshi) sang them, while qiziqchi and askiyachi performers gave comic shows. Spring festivals and wrestling contests were held. Education took place in schools and madrasas: the madrasa year ran from the second half of September to the end of March, about six months, leaving summer and spring for fieldwork. Madrasas trained mullahs, imams, qozis and clerks (mirza). In Khorezm Shermuhammad Munis and his pupil Ogahi (1809–1874) wrote historical works and made translations; in Bukhara Ahmad Donish (1827–1897) was known as a writer, painter and enlightener; in Kokand the court historian Muhammad Yunus and the calligrapher Turdi Ali worked. In architecture the Muhammad Aminkhan madrasa in Khiva (1851–1855) and the palace of Khudoyorkhan in Kokand (1863–1870) are famous; authors often wrote in both Uzbek and Persian (zullisonayn).

Worked examples
The madrasa year: late September to late March, four teaching days a week (Saturday–Tuesday), the other days for self-study and worship. This timetable let a student from a farming family help in the fields.
Munis began writing the history of Khorezm and his pupil Ogahi continued what the teacher had started and created his own works. This shows learning passed from teacher to pupil.
Class activity

“Culture map”: in two teams, one names a figure and the other finds his field (historian, calligrapher, poet) and city.

Practice
1
Name four folk epics that were widespread in the mid-19th century.
2
When did the madrasa term begin and end?
3
Match these people with their fields: Ogahi, Ahmad Donish, Turdi Ali.
4
Why was the madrasa year fitted to exactly this period? Give the reason.